My Name is Cristoph De Caermichael.

Book of 25 Final

My Name is Cristoph De Caermichael.

The Book of 25 is a lexical and cognitive approach to learning English language. This approach is only recently accepted, as an ideological concept into the ESL markets and applied into English language classrooms from a high school  perspective and on into university. Its usage was limited or segregated into a method of learning more advanced lexicon and its functionality was primarily focused on linguistics rather than average routine study.

The book of 25 was developed over 10 years of teaching and studying how ESL/EFL students learnt English and that segued into Language Drift and what was once the classical approach to studying language through grammar based rules.  I observed students in Korea, Japan, Oman, Taiwan, Kuwait, Hong Kong and Malaysia. As well as, students, from Trinidad, Iran and Pakistan. I had to address their learning curve and take apart their Canadian curriculums to redesign it into lexical chunks to foster their academic development. The Book of 25 grew from my exposure of all the academic material that the learners experienced. As I wrote each chapter, I addressed the quantitative experience of many learners. I have review sections written in most chapters, to keep an old school application and added the Lexical tables and the process of chunking to start the learner, as early as possible to cognitively establish what the brain was formatting. Language was naturally learned in clumps and lexicon built on lexicon and the rules were applied to make structure. A lexical approach teaches that such structure is inherent once you have the vocabulary.

Every chapter has a review portion that seems informal. And as soon as the learner is seduced with its familiar ease, the lexical structure is emphasised and the journey into academic literacy is accelerated.

There are many books on the market but they do not integrate these processes into one book. The Book of 25 is a writing work- book, a reference book, your personal dictionary for your increasing vocabulary and a guide to expanded academic literacy. For the ESL / EFL and native Learner it identifies language drift and a lexical approach being used to either learn words in clumps or the creation of new words that clump English into a hybrid language that combines English with other languages. I reference Trinidad, as Tringlish, Korea through Konglish, Malysian through Manglish and Pakistani English through P.E.   Many bi-directional languages such as Arabic are influenced through its own understanding of lexis.

Books today are fairly rapidly outdated due to our advanced electronic and communication technology. E- books are in, as text books fall into decline. The Book of 25 was written for in house publications of an academic institution or a region to apply the book and allows for some of the unique features of learning to be further understood. Chapter 7, on language drift is an example. Chapter 18 on Hangul Harmonics further establishes that language creation and understanding is best approached from a language coding perspective. Language in inherent with in us and through a complex process of cognition, cadence and visual acuity we define ourselves through words.


25-7 Kong D’Lish-language drift – Copy – Copy

The, if you will, quaint notion of teaching students through phonics, or early reading programs, instills a passive approach to language development. Students will learn what they are taught. A case in point was a Korean academy that insisted that the students at 6 years old were taught general Anatomy to keep up with their parent’s professions as doctors.   The students were not gifted – but told that they must learn this material. They did.  To a class of 16 year olds that wanted to be tutored through Business Week magazine and discuss world economic affairs. In Canada, I had many foreign university students that were unable to keep up their course load. Simply, they had not been taught academic language and how to think and apply their knowledge to their classes.  Canadian universities do not “re – teach” that is, if the professor  lectures a point or a topic in class. Once the class is over, the information will not be discussed again, until test review. All previous information will have to be retrieved from fellow students or a teaching assistant.  As a result of this process, seeing both sides of the coin, I began to develop the Book of 25 into a format that addressed academic standards, while evolving language skills. 1 book that travels, from the ages of 11-19 and on into adulthood, for the ESL/EFL students. It does mirror loosely, TOEIC. TOEFL, IELTS or even G-mat. But these are specific to develop general English standard in a point system. Students become focused on achieving rating scores versus language skills. The scores or rating become the value and not the ability to use the language. Integration is crucial, to academic achievement.  I began with simplistic creative writing, short stories that tweak and amuse the Amuse bouche for the imagination, then launch into lexis and deeper theories. Once any student arrives in Canada, the writing and lexical skills need to be mastered and with the help of this books’ approach to English, the student is made aware of language development through writing.

Contact -Cristoph De Caermichael

When words are not enough- Paint them

120 Madison ART (1)

or just contact me

Cristoph Academic resume

Or if you want it in Parts as In VOLUMES 1-3

volume 3.pdf

volume 2.pdf

volume 1.pdf


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